Cisco College – Cisco Campus English 1301 Spring Semester 2012 Instructor: Wanda Moody
Contact Information: As an adjunct faculty member, I do not have regularly scheduled office hours, but you can usually find me before or after class in room 58B in the Vocational Technical II building on Cisco campus. If this time is inconvenient for you, please schedule an appointment with me.
Classes: Location Final Exam:
TR 8:00 – 9:25 AM English 1301-04 Room 57 5/8/2012 8:00 – 10:00 AM
TR 9:50 – 10:45 AM English 1302-09, 44 Library ITV 5/10/2012 8:00 – 10:00 AM
CC, Cross Plains
E-mail: You may e-mail me at the following address: wanda.moody@cisco.edu
I normally check e-mail daily.
Course Description: The CC catalog contains this description of English 1301: “Principles and techniques of written, expository, and persuasive composition; analysis of literary, expository, and persuasive texts; and critical thinking. Three lecture hours per week.” Credit: 3 semester hours.
English 1301 Course Outcomes:
By the end of English 1301, a successful student should be able to:
Demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
Produce a well-developed essay that displays logic, coherence, unity, and order and contains few errors.
Participate effectively with emphasis on listening, critical and reflective thinking.
English 1301 Course Goals:
By the end of the semester, a successful student will be able to:
Understand the importance of specifying audience and purpose and select appropriate communication choices.
Understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, and self-expressive, in written, visual, and oral communication.
Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Develop the ability to research and write a documented paper.
Focus a topic and develop it in a clear writing style.
Respond critically to readings in discussion and in writing.
Recognize the basics of MLA style in document preparation.
Demonstrate proficiency in Standard American English.
Course Content:
College-level courses may include controversial, sensitive, and/or adult material. Students are expected to have the readiness for college-level rigor and content.
Purpose and Goals of the Course Related to the College Mission:
The mission of the Writing Program at CC is to recognize writing as a means of communication, academic discovery, intellectual awareness, political power, and personal expression. Writing is a craft that can be honed and improved through actively participating in all steps of the writing process and by learning rhetorical techniques and strategies that fit “the message” with “the mode” or that hybridize the mode to make the message most effective. Academic discourse requires a nuanced awareness of audience and purpose, and our writing program strives to expose students to a variety of ideas, practices, and methods in order to develop clear, effective communication events.
Students with Special Needs:
Students who qualify for specific accommodations under the Americans with Disabilities Act (ADA) should notify the instructor the first week of class. It is the student’s responsibility to provide the necessary documentation to the Special Populations Coordinator.
Required Textbooks and Materials for English 1301:
Bullock, Richard, Maureen Daly Goggin, and Francine Weinberg. The Norton Field Guide to Writing With Readings and Handbook. New York: W.W. Norton and Company, 2010.
Optional but beneficial-- a good dictionary and/or a thesaurus in dictionary form
Pen, pencil, paper, folder or notebook and any other materials you might need
Required - Thumb drive
Grading Policy:
All essay projects must be completed to pass the course. If you fail to complete an essay project, you will fail the course, regardless of your average.
The grade for this course will be based on the total number of points accumulated, up to 1000 points. The point distribution is as follows:
AssignmentsPoints Essay Projects – five essays will be written; one of these 500
will be written in class (value of 100 points each)
Daily Assignments 100
Class Participation 100
Discussion Questions 100
Final Exam: Essay and multiple choice 200 Total 1000
Note: You will be writing six essays for a total of 600 points (or 60% of your grade).
Your final course grade will be determined by this point scale:
900 – 1000 = A
800 – 899 = B
700 – 799 = C
600 – 699 = D
0 – 599 = F
Policies Concerning Assigned Work:
Make-up Work: Late work is not accepted. (If you will miss class due to a sponsored college event, notify me before you are to be gone and normally the work can be completed before you leave.) Essays that are written in class may not be made up outside of class. If essays are eligible to be made up, they must be scheduledand made up within one week. Also, in order to make up an in-class essay, you must contact me on or before the scheduled day of the writing.
Essays and papers are due when called for in classon their due dates (or uploaded to Turnitin on Blackboard by a specified time and date).
Daily assignments and quizzes that are missed may not be made up. Your highest ten daily assignments will be counted in the final grade, so any assignments beyond that number will be dropped (lowest grades will be dropped on an individual basis.)
Student Conduct:
Students are expected to take responsibility in helping to maintain a classroom environment that is conducive to learning. In order to assure that all students have the opportunity to gain from the time spent in class, students are prohibited from making offensive remarks, reading material not related to class, sleeping, or engaging in any other form of distraction. Inappropriate behavior in the classroom shall result, at a minimum, in a request to leave class. A more detailed list of inappropriate behaviors is found in the current student handbook.
Student Technology Use in Classroom:
Use of communication devices, including but not limited to cell phones, pagers, and palm devices, is prohibited during class. Laptops may be used for note-taking or composing only. Any exception to this policy may be granted at the discretion of the instructor. Use of any communication device or data storage device during a test, unless express permission has been granted by the instructor, may result in a charge of academic dishonesty. Exceptions to this policy may occur due to college-wide emergency notification. (Earphones or headsets for music are also prohibited.)
Academic Integrity:
It is the intent of Cisco College to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offender liable to serious consequences, possibly suspension.
Plagiarism is another word for academic dishonesty and is a form of theft. Any assignment shown to have been plagiarized will not receive any points and may not be rewritten.
Attendance:
Promptand regular class attendance is considered necessary for satisfactory work. It is the responsibility of the instructor to keep an accurate and comprehensive record of attendance.
A seating chart will be developed on the third day of class. Using the seating chart, I will check attendance at the beginning of each class. Tardiness is a discourtesy and a disruption to other students. If you are tardy, it is your responsibility to remain after class and be sure that your name is on the roll sheet, otherwise, you will be counted absent. Two tardies, not being present when roll is taken, will constitute an absence. If you are 15 minutes late, do not bother to come to class; you have already been counted absent. Absences immediately before or after a holiday will be counted as double absences.
Cisco College recognizes that absences from class may occur due to illness, death, or illness in the immediate family, observance of a religious holiday, or participation in a college-sponsored activity. (Absences due to the participation in a College-sponsored activity must be authorized by the Vice President of Instructional Services.) When absences occur due to the above, I will consider the absence excused, and the student is allowed to make up only major work missed. According to college policy, the instructor may require the work to be made up within two weeks. My policy allows you to make up only major assignments (no daily assignments), and they must be completed within one week.
For a class that meets three times per week, a student is allowed six absences. For a class that meets two times per week, a student is allowed four absences. For a class that meets one time per week, a student is allowed two absences. If a student misses one more than the allowed number of absences, he/she may be dropped from the class if the professor deems the student to be failing due to excessive absences and/or failure to make up work due to absences.
The student will receive a grade of W for the course if withdrawn before the “last day to drop with a W” and an F if withdrawn after the “last day to drop with a W.” The last day to drop with a “W” for the 2012 Spring semester is April 9, 2012.
I do not want to drop you, but attendance is ultimately your responsibility, and you MUST stay in contact with me.
The “Six Withdrawals” Statement:
Under Section 51.907 of the Texas Education Code, “an institution of higher education may not permit a student to drop more than six courses, including any course a transfer student has dropped at another institution of higher education.” This statute was enacted by the State of Texas in the spring of 2007 and applies to students who enroll in a public institution of higher education as first-time freshmen in the fall of 2007 or later. Any course that a student drops is counted toward the six-course limit if “(1) the student was able to drop the course without receiving a grade or incurring an academic penalty; (2) the student’s transcript indicates or will indicate that the student was enrolled in the course; and (3) the student is not dropping the course in order to withdraw from the institution.”
A CC student affected by this statute who has attended or plans to attend another institution of higher education should become familiar with that institution’s policies on dropping courses.
Vital Information for Successful Students:
It is imperative that students bring all textbooks, a pen or pencil, paper, and thumb drive to each class meeting. (If you desire to make use of a dictionary and/or thesaurus, bring these items with you.)
Note – Changes to the Syllabus:
The schedule and procedures in this syllabus are subject to change if deemed appropriate by the instructor.
Grading Criteria and Explanations for Essay Projects: I know that your time is valuable, so I will not assign busy work. Any assignment that I make will be important and will be worth your time to complete.
All essays must be prepared in MLA format.
As stated under “Assignments”, you will be required to write five essays. Four of these will be done by using both “in-class” and “out-of-class” time; the fifth essay will be written in class. You will participate in class activities and discussions pertaining to the process and development of these essays. It is imperative that you be aware that all of your essays, except for the one which will be written in class, will require that you turn in a rough draft before the final essay. I will not actually grade the rough draft, but it must precede your final draft or I will not grade the final draft. The rough draft will be a paper copy and will be due on a specified date and time. If the rough draft is not turned in at the specified time, the final draft will not be graded. (I suggest that you save your work to a thumb drive or a flash drive and that you remember to “save” often.)
Each student will have the opportunity to “rewrite” one essay. The “rewrite” may NOT be the essay that is written in class or the final exam essay. The “rewrite” will be eligible to enable a student to make up to 80 points on the essay. For example, if a student makes a grade of 60 on an essay, the “rewrite” COULD add 20 points to the student’s essay grade (the total grade will not exceed 80 points). The “rewrite” will be graded according to the same guidelines as the original essay. NOTE: Before a “rewrite” can be submitted, the student must have a one-on-one conference (usually in person, but in some cases by email) with the instructor to discuss needed revisions. The “rewrite” must be scheduled and completed within one week of the original essay’s being graded and returned. If a student schedules a “rewrite” but does not complete it, this still counts as the one eligible “rewrite”.
When the rewrite is submitted, the original graded copy must also be returned or the revised essay will not be graded.
I strongly recommend that you actively participate in peer evaluation processes. You are a valuable part of this class, and your classmates benefit from your involvement. During those class periods that peer evaluation is taking place, I encourage you to actively circulate your paper for critique and to actively critique papers that are offered to you. This will be your opportunity to have someone else proofread your paper. It is to your advantage to participate in this activity because your peers know the assignment and are familiar with my grading standards. I will be observing the process and at my discretion will deduct points from the final grade on your paper if you are not taking the process seriously. If you do not have a copy of your essay to circulate, do not come to class that day as you will be counted absent and will lose ten points from your class participation grade for not taking part in the proofreading process.
I will assign a number grade to each essay that is submitted for grading. The criteria for each essay assignment will be available on Blackboard. Specifics for formatting and any special requirements will be included in the guidelines for the essay.
It is the responsibility of the student to keep all papers until the final grade for the course is received. If a student wishes to challenge a grade, the student must provide evidence (which includes the graded final drafts of projects along with all of the parts of the process to produce the final drafts).
Methods of Assessment:
Methods of assessment for the course objectives may include the following:
Essay grades based on instructor rubric
In-class writing assignments and computer work
Participation and daily assignments
Final exam: essay and multiple choice
Major units of study will include (but not be limited to) the following:
Techniques for writing evaluation essay
Techniques for writing causal analysis essay
Techniques for writing memoirs essay
Techniques for writing argument essay
Techniques for writing an analysis essay
All of the major units will further incorporate a variety of processes and approaches:
Classroom and small group discussion
Group work
Peer reviews
Individual reviews
EXPLANATION OF “SERIOUS ERRORS”
The following errors are considered “serious” because they significantly hinder the reader’s comprehension and/or enjoyment of what is being read.
1. Comma splice – A comma splice occurs when two sentences are joined simply by placing a comma between them. Example: The woman went to the store to buy her groceries, she bought enough to last her family for a month. These are both complete sentences that are separated just by placing a comma between them.
There are several different ways that these two sentences could be joined correctly:
Use a conjunction and a comma: The woman went to the store to buy her groceries, and she bought enough to last her family for a month.
Use a semicolon: The woman went to the store to buy her groceries; she bought enough to last her family for a month.
Separate the sentences with a period: The woman went to the store to buy her groceries. She bought enough to last her family for a month.
Make the verb compound: The woman went to the store to buy her groceries and bought enough to last her family for a month.
There are other possibilities that could be used. The major point is to avoid comma splices.
2. Run-on or fused sentence – A run-on sentence occurs when two sentences are run together with no acceptable punctuation between them. Example: The woman went to the store to buy her groceries and she bought enough to last her family for a month.
Corrections for this sentence error are similar to those for the comma splice. The writer could place a comma before and; a semicolon could be used in place of the comma and conjunction; a period could be placed between the two sentences; other options exist.
3. Sentence fragment - This error occurs when the sentence is not complete; it could be missing a subject or a verb. Example: Robert and Sam to the movies and then to the park.
As you can see, the sentence needs a verb. Robert and Sam went to the movies and then to the park. In some cases, a subject might be omitted: And Sam went to the movies and then to the park. Still in other cases, writers sometimes get in a hurry and simply leave out words: To the movies and then to the park. All of these situations lead to sentence fragments.
4. Misspelling of words- (For grading purposes, I deduct points after two or more spelling errors)
Spelling errors can happen when the writer confuses two similar words. Example: where/ were; accept / except.
A spelling error can simply be leaving out an apostrophe. Example: Teds (possession), isnt (in a contraction).
Not spelling out a number smaller than 100 counts as a spelling error (except in writing dates or addresses).
Spelling errors also occur when the writer simply has no idea how to spell a word; this is why dictionaries are beneficial.
5. Subject / verb agreement error - This occurs when the subject is singular and the verb is plural. Example: Jenny are my best friend. This error can also occur when the subject is plural and the verb is singular. Example: All of the players has their equipment.
Be aware of your subject and verb; be sure that they agree.
6. Pronoun / antecedent agreement error (sometimes referred to as a pronoun reference error) - A pronoun is a word that can replace a noun: I, you, he, she, it, their, anyone, everyone... If the antecedent is singular, the pronoun must be singular. Example: The dog wagged its tail. This example is correct. The following example is incorrect: The dog wagged their tail. In the following examples, tell whether they are correct or incorrect.
Joan and Helen left their homework in the dorm._
Joan and Helen left her homework in the dorm.
Everyone should bring their books to class._
The teacher left their work in the office.
7. Illogical shifts in tense - The verb in the sentence tells the reader the time. If the writer is using the present tense and then suddenly shifts to the past, the reader can become confused. Example: Joe is intently watching the game. He saw the quarterback throw an interception, and the other team scores a touchdown.
Sometimes the writer intentionally shifts tenses, but it is the writer’s responsibility to keep the reader in mind. The writer is responsible for what the reader experiences whether it be pleasure or frustration.
8. Misplaced modifiers – Modifiers are words that describe. If the descriptive words or phrases are not logically placed, the reader is likely to be confused. Example: Walking close to the house, the tree provided excellent concealment. (Can you picture that?)
9. Grammar errors – These errors include incorrect forms of verbs, misuse of pronouns, errors in use of correct adjectives or adverbs, parallelism, and other regional or personal deviances from formal grammar.
I normally put a value of 10 points on each serious error that I find in any of your essays. This means that I will use the same grading criteria for each essay.__
Your handbook will provide further discussion, examples and diagnostic help for any areas of concern that you might have, but do not hesitate to ask me for help.
Suggested Grading Standards for English 1301 & 1302
Here are descriptions of the possible grades in these courses, offered to promote consistency.
In A essays, the main idea is significant and shows evidence of a writer’s personal engagement with a specific subject. Organization is strong; there is a clear, overall pattern of development with necessary and orderly steps and clearly explained connections between ideas. Information is abundant and pertinent to the main idea. In general, support provided for the essay’s ideas is under the control of the writer; it is directed to his or her purpose. Language is not only correct but interesting and strongly communicative. Sentences are varied in structure, original, and vivid in word choice; the writer’s personality and presence are apparent. The essay is relatively free of grammar and spelling errors. An A paper is not flawless; there is no such thing in writing. But, it reflects a writer who is in full control of both material and language. Control is the key word here. The reader feels expert guidance.
The A essay is ABOVE AVERAGE.
In B essays, the main idea is fairly original and out of the ordinary, if somewhat dispassionate. Organization is good and an overall scheme controls the essay, though transitions may be a bit mechanical. The details reveal good reading or research, and though their presentation may be uninspired, they are all used to support the main idea explicitly. The language is at least clear and correct, if rather ordinary. There may be a tendency toward wordiness or technical language over which the writer may not exercise good control.
In C essays, the main idea is not terribly original, but it is adequate to control the content of the essay. Organization is in evidence but loose. The topics of the paragraphs and the rationale of their order may not be immediately apparent, though they can be deciphered; transitions may be weak. Details abound, most of them relevant to the main idea, though there may be statements unsupported by details or details whose relevance to the main idea is not clear. The language is for the most part correct, though it may imitate a highly “generic” voice. There may be problems with word choice, levels of diction, and awkward wording. A C paper will do; it is adequate. But, it gives the reader the impression of fuzziness and lack of assurance on the part of the writer. The reader has to work to understand what he or she is reading.
The C essay is AVERAGE.
In D essays, there may be no apparent main idea, or if one is stated, it fails to control the content of the essay. There may be details, but few of them support a main idea in any clear way. Paragraphing is a problem; paragraphs may be too long or too short, some may have no apparent topic while others have several, and there may be illogical transitional links between ideas. The language may be peppered with errors, unidiomatic phrases, frustrating vagueness, and other infelicities that impede comprehension. A D grade implies to the student that the essay is still “in progress,” as it has not yet reached a level of focus or comprehensibility that would allow the teacher to assign it a passing grade.
Some teachers reserve the F grade for work that is not attempted. Others assign an F to work that wholly does not meet the assignment due to inattentiveness or laziness, rather than due to misunderstandings, in which case they assign a D. F essays may also reveal a flagrant disregard for the specifications of the assignment and may be so riddled with serious grammatical and mechanical errors that the text is incomprehensible or unreadable. (I assign a “0” for work that is not attempted.)
FREQUENT “SLIP-UPS”
The following is a list of common errors:
Incorrect use of “you”
Use of “really”, “very”, “so” and other terms when unsure what to say
Spell numbers smaller than 100 except in addresses and dates
Do not use abbreviations
Avoid use of sexist language
Do not use contractions
Avoid use of slang
Avoid use of “trite” or overused expressions
Incomplete comparisons - for example: use of “so”
Shifting verb tense without a reason
Failure to use paragraph format
Use of pronouns that do not agree with antecedents
Use of sentence fragments
Use of comma splices
Use of run-on sentences
Spelling errors
Subject / verb agreement errors
Misplaced modifiers
Misuse of homonyms
Do not introduce your work by saying something like “I am writing about...”
Do not tell the reader that you do not know what to say or write about
Do not be afraid to sound like yourself; you are the person writing the paper, so it is acceptable to use your own choice of words and writing style. Do not try to sound like someone else when writing. Be confident; do not be afraid to sound like a writer who is completely in control of the writing situation.
As a developing writer, it is perfectly natural to try new techniques and methods. Have some fun with your writing. Writing can be just as interesting and exciting as you are willing to make it.
Have pride in your work. It is ok to realize that improvements can be made, but do not apologize for the quality of your work unless you know that you made no effort.
English 1301
Spring Semester 2012
Instructor: Wanda Moody
Contact Information: As an adjunct faculty member, I do not have regularly scheduled office hours, but you can usually find me before or after class in room 58B in the Vocational Technical II building on Cisco campus. If this time is inconvenient for you, please schedule an appointment with me.
Classes: Location Final Exam:
TR 8:00 – 9:25 AM English 1301-04 Room 57 5/8/2012 8:00 – 10:00 AM
TR 9:50 – 10:45 AM English 1302-09, 44 Library ITV 5/10/2012 8:00 – 10:00 AM
CC, Cross Plains
TR 1:00 – 2:25 PM English 1302-85 Albany HS 5/8/2012 1:00 – 3:00 PM
E-mail: You may e-mail me at the following address:
wanda.moody@cisco.edu
I normally check e-mail daily.
Course Description:
The CC catalog contains this description of English 1301: “Principles and techniques of written, expository, and persuasive composition; analysis of literary, expository, and persuasive texts; and critical thinking. Three lecture hours per week.” Credit: 3 semester hours.
English 1301 Course Outcomes:
By the end of English 1301, a successful student should be able to:
English 1301 Course Goals:
By the end of the semester, a successful student will be able to:
Course Content:
College-level courses may include controversial, sensitive, and/or adult material. Students are expected to have the readiness for college-level rigor and content.
Purpose and Goals of the Course Related to the College Mission:
The mission of the Writing Program at CC is to recognize writing as a means of communication, academic discovery, intellectual awareness, political power, and personal expression. Writing is a craft that can be honed and improved through actively participating in all steps of the writing process and by learning rhetorical techniques and strategies that fit “the message” with “the mode” or that hybridize the mode to make the message most effective. Academic discourse requires a nuanced awareness of audience and purpose, and our writing program strives to expose students to a variety of ideas, practices, and methods in order to develop clear, effective communication events.
Students with Special Needs:
Students who qualify for specific accommodations under the Americans with Disabilities Act (ADA) should notify the instructor the first week of class. It is the student’s responsibility to provide the necessary documentation to the Special Populations Coordinator.
Required Textbooks and Materials for English 1301:
Bullock, Richard, Maureen Daly Goggin, and Francine Weinberg. The Norton Field Guide to Writing
With Readings and Handbook. New York: W.W. Norton and Company, 2010.
Optional but beneficial-- a good dictionary and/or a thesaurus in dictionary form
Pen, pencil, paper, folder or notebook and any other materials you might need
Required - Thumb drive
Grading Policy:
All essay projects must be completed to pass the course. If you fail to complete an essay project, you will fail the course, regardless of your average.
The grade for this course will be based on the total number of points accumulated, up to 1000 points. The point distribution is as follows:
Assignments Points
Essay Projects – five essays will be written; one of these 500
will be written in class (value of 100 points each)
Daily Assignments 100
Class Participation 100
Discussion Questions 100
Final Exam: Essay and multiple choice 200
Total 1000
Note: You will be writing six essays for a total of 600 points (or 60% of your grade).
Your final course grade will be determined by this point scale:
Policies Concerning Assigned Work:
Student Conduct:
Students are expected to take responsibility in helping to maintain a classroom environment that is conducive to learning. In order to assure that all students have the opportunity to gain from the time spent in class, students are prohibited from making offensive remarks, reading material not related to class, sleeping, or engaging in any other form of distraction. Inappropriate behavior in the classroom shall result, at a minimum, in a request to leave class. A more detailed list of inappropriate behaviors is found in the current student handbook.
Student Technology Use in Classroom:
Use of communication devices, including but not limited to cell phones, pagers, and palm devices, is prohibited during class. Laptops may be used for note-taking or composing only. Any exception to this policy may be granted at the discretion of the instructor. Use of any communication device or data storage device during a test, unless express permission has been granted by the instructor, may result in a charge of academic dishonesty. Exceptions to this policy may occur due to college-wide emergency notification. (Earphones or headsets for music are also prohibited.)
Academic Integrity:
It is the intent of Cisco College to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offender liable to serious consequences, possibly suspension.
Plagiarism is another word for academic dishonesty and is a form of theft.
Any assignment shown to have been plagiarized will not receive any points and may not be rewritten.
Attendance:
The student will receive a grade of W for the course if withdrawn before the “last day to drop with a W” and an F if withdrawn after the “last day to drop with a W.” The last day to drop with a “W” for the 2012 Spring semester is April 9, 2012.
I do not want to drop you, but attendance is ultimately your responsibility, and you MUST stay in contact with me.
The “Six Withdrawals” Statement:
Under Section 51.907 of the Texas Education Code, “an institution of higher education may not permit a student to drop more than six courses, including any course a transfer student has dropped at another institution of higher education.” This statute was enacted by the State of Texas in the spring of 2007 and applies to students who enroll in a public institution of higher education as first-time freshmen in the fall of 2007 or later. Any course that a student drops is counted toward the six-course limit if “(1) the student was able to drop the course without receiving a grade or incurring an academic penalty; (2) the student’s transcript indicates or will indicate that the student was enrolled in the course; and (3) the student is not dropping the course in order to withdraw from the institution.”
A CC student affected by this statute who has attended or plans to attend another institution of higher education should become familiar with that institution’s policies on dropping courses.
Vital Information for Successful Students:
It is imperative that students bring all textbooks, a pen or pencil, paper, and thumb drive to each class meeting. (If you desire to make use of a dictionary and/or thesaurus, bring these items with you.)
Note – Changes to the Syllabus:
The schedule and procedures in this syllabus are subject to change if deemed appropriate by the instructor.
Grading Criteria and Explanations for Essay Projects:
I know that your time is valuable, so I will not assign busy work. Any assignment that I make will be important and will be worth your time to complete.
All essays must be prepared in MLA format.
As stated under “Assignments”, you will be required to write five essays. Four of these will be done by using both “in-class” and “out-of-class” time; the fifth essay will be written in class. You will participate in class activities and discussions pertaining to the process and development of these essays. It is imperative that you be aware that all of your essays, except for the one which will be written in class, will require that you turn in a rough draft before the final essay. I will not actually grade the rough draft, but it must precede your final draft or I will not grade the final draft. The rough draft will be a paper copy and will be due on a specified date and time. If the rough draft is not turned in at the specified time, the final draft will not be graded. (I suggest that you save your work to a thumb drive or a flash drive and that you remember to “save” often.)
Each student will have the opportunity to “rewrite” one essay. The “rewrite” may NOT be the essay that is written in class or the final exam essay. The “rewrite” will be eligible to enable a student to make up to 80 points on the essay. For example, if a student makes a grade of 60 on an essay, the “rewrite” COULD add 20 points to the student’s essay grade (the total grade will not exceed 80 points). The “rewrite” will be graded according to the same guidelines as the original essay. NOTE: Before a “rewrite” can be submitted, the student must have a one-on-one conference (usually in person, but in some cases by email) with the instructor to discuss needed revisions. The “rewrite” must be scheduled and completed within one week of the original essay’s being graded and returned. If a student schedules a “rewrite” but does not complete it, this still counts as the one eligible “rewrite”.
When the rewrite is submitted, the original graded copy must also be returned or the revised essay will not be graded.
I strongly recommend that you actively participate in peer evaluation processes. You are a valuable part of this class, and your classmates benefit from your involvement. During those class periods that peer evaluation is taking place, I encourage you to actively circulate your paper for critique and to actively critique papers that are offered to you. This will be your opportunity to have someone else proofread your paper. It is to your advantage to participate in this activity because your peers know the assignment and are familiar with my grading standards. I will be observing the process and at my discretion will deduct points from the final grade on your paper if you are not taking the process seriously. If you do not have a copy of your essay to circulate, do not come to class that day as you will be counted absent and will lose ten points from your class participation grade for not taking part in the proofreading process.
I will assign a number grade to each essay that is submitted for grading. The criteria for each essay assignment will be available on Blackboard. Specifics for formatting and any special requirements will be included in the guidelines for the essay.
It is the responsibility of the student to keep all papers until the final grade for the course is received. If a student wishes to challenge a grade, the student must provide evidence (which includes the graded final drafts of projects along with all of the parts of the process to produce the final drafts).
Methods of Assessment:
Methods of assessment for the course objectives may include the following:
Major units of study will include (but not be limited to) the following:
Techniques for writing evaluation essay
Techniques for writing causal analysis essay
Techniques for writing memoirs essay
Techniques for writing argument essay
Techniques for writing an analysis essay
All of the major units will further incorporate a variety of processes and approaches:
Classroom and small group discussion
Group work
Peer reviews
Individual reviews
EXPLANATION OF “SERIOUS ERRORS”
The following errors are considered “serious” because they significantly hinder the reader’s comprehension and/or enjoyment of what is being read.
1. Comma splice – A comma splice occurs when two sentences are joined simply by placing a comma between them. Example: The woman went to the store to buy her groceries, she bought enough to last her family for a month. These are both complete sentences that are separated just by placing a comma between them.
There are several different ways that these two sentences could be joined correctly:
Use a conjunction and a comma: The woman went to the store to buy her groceries, and she bought enough to last her family for a month.
Use a semicolon: The woman went to the store to buy her groceries; she bought enough to last her family for a month.
Separate the sentences with a period: The woman went to the store to buy her groceries. She bought enough to last her family for a month.
Make the verb compound: The woman went to the store to buy her groceries and bought enough to last her family for a month.
There are other possibilities that could be used. The major point is to avoid comma splices.
2. Run-on or fused sentence – A run-on sentence occurs when two sentences are run together with no acceptable punctuation between them. Example: The woman went to the store to buy her groceries and she bought enough to last her family for a month.
Corrections for this sentence error are similar to those for the comma splice. The writer could place a comma before and; a semicolon could be used in place of the comma and conjunction; a period could be placed between the two sentences; other options exist.
3. Sentence fragment - This error occurs when the sentence is not complete; it could be missing a subject or a verb. Example: Robert and Sam to the movies and then to the park.
As you can see, the sentence needs a verb. Robert and Sam went to the movies and then to the park. In some cases, a subject might be omitted: And Sam went to the movies and then to the park. Still in other cases, writers sometimes get in a hurry and simply leave out words: To the movies and then to the park. All of these situations lead to sentence fragments.
4. Misspelling of words- (For grading purposes, I deduct points after two or more spelling errors)
5. Subject / verb agreement error - This occurs when the subject is singular and the verb is plural. Example: Jenny are my best friend. This error can also occur when the subject is plural and the verb is singular. Example: All of the players has their equipment.
Be aware of your subject and verb; be sure that they agree.
6. Pronoun / antecedent agreement error (sometimes referred to as a pronoun reference error) - A pronoun is a word that can replace a noun: I, you, he, she, it, their, anyone, everyone... If the antecedent is singular, the pronoun must be singular. Example: The dog wagged its tail. This example is correct. The following example is incorrect: The dog wagged their tail. In the following examples, tell whether they are correct or incorrect.
Joan and Helen left their homework in the dorm._
Joan and Helen left her homework in the dorm.
Everyone should bring their books to class._
The teacher left their work in the office.
7. Illogical shifts in tense - The verb in the sentence tells the reader the time. If the writer is using the present tense and then suddenly shifts to the past, the reader can become confused. Example: Joe is intently watching the game. He saw the quarterback throw an interception, and the other team scores a touchdown.
Sometimes the writer intentionally shifts tenses, but it is the writer’s responsibility to keep the reader in mind. The writer is responsible for what the reader experiences whether it be pleasure or frustration.
8. Misplaced modifiers – Modifiers are words that describe. If the descriptive words or phrases are not logically placed, the reader is likely to be confused. Example: Walking close to the house, the tree provided excellent concealment. (Can you picture that?)
9. Grammar errors – These errors include incorrect forms of verbs, misuse of pronouns, errors in use of correct adjectives or adverbs, parallelism, and other regional or personal deviances from formal grammar.
I normally put a value of 10 points on each serious error that I find in any of your essays. This means that I will use the same grading criteria for each essay.__
Your handbook will provide further discussion, examples and diagnostic help for any areas of concern that you might have, but do not hesitate to ask me for help.
Suggested Grading Standards for English 1301 & 1302
Here are descriptions of the possible grades in these courses, offered to promote consistency.
- In A essays, the main idea is significant and shows evidence of a writer’s personal engagement with a specific subject. Organization is strong; there is a clear, overall pattern of development with necessary and orderly steps and clearly explained connections between ideas. Information is abundant and pertinent to the main idea. In general, support provided for the essay’s ideas is under the control of the writer; it is directed to his or her purpose. Language is not only correct but interesting and strongly communicative. Sentences are varied in structure, original, and vivid in word choice; the writer’s personality and presence are apparent. The essay is relatively free of grammar and spelling errors. An A paper is not flawless; there is no such thing in writing. But, it reflects a writer who is in full control of both material and language. Control is the key word here. The reader feels expert guidance.
The A essay is ABOVE AVERAGE.- In B essays, the main idea is fairly original and out of the ordinary, if somewhat dispassionate. Organization is good and an overall scheme controls the essay, though transitions may be a bit mechanical. The details reveal good reading or research, and though their presentation may be uninspired, they are all used to support the main idea explicitly. The language is at least clear and correct, if rather ordinary. There may be a tendency toward wordiness or technical language over which the writer may not exercise good control.
- In C essays, the main idea is not terribly original, but it is adequate to control the content of the essay. Organization is in evidence but loose. The topics of the paragraphs and the rationale of their order may not be immediately apparent, though they can be deciphered; transitions may be weak. Details abound, most of them relevant to the main idea, though there may be statements unsupported by details or details whose relevance to the main idea is not clear. The language is for the most part correct, though it may imitate a highly “generic” voice. There may be problems with word choice, levels of diction, and awkward wording. A C paper will do; it is adequate. But, it gives the reader the impression of fuzziness and lack of assurance on the part of the writer. The reader has to work to understand what he or she is reading.
The C essay is AVERAGE.FREQUENT “SLIP-UPS”
The following is a list of common errors: